| aidemia--modules-lessonanyideas_request | Give a creative idea how to organize and what to do at a part of the lesson |
| What part of a lesson | Practice |
| Which subject | Reading |
| What age group | Year or Grade 6 |
| What topic | vocabulary review |
| Quantity | 1 |
| Any other preferences | make a 3 colum notes format using tier 2 and 3 vcabulary from the book song of the trees by mildred taylor word, definition, sentence or quote from the novel |
In this vocabulary review activity, students will work collaboratively to deepen their understanding of Tier 2 and Tier 3 vocabulary from Mildred Taylor’s novel "Song of the Trees". This engaging lesson segment will encourage students to work together in small groups while encouraging critical thinking skills and enhancing their reading comprehension.
Students will create a three-column vocabulary chart using selected Tier 2 and Tier 3 words from "Song of the Trees." This chart will include the word, its definition, and a relevant sentence or quote from the book.
Group Formation: Divide the class into small groups of 4-5 students. Each group will collaborate on creating their vocabulary chart.
Word Selection: Provide each group a list of selected Tier 2 and Tier 3 vocabulary words from "Song of the Trees." Suggested words include:
Chart Creation: Each group will create a three-column chart to include the following:
Example Chart Entry:
| Word | Definition | Sentence/Quote from the Novel |
|---|---|---|
| contemplate | To think about something deeply and at length | “She sat under the tree for hours, contemplating the future.” |
| resilient | Able to recover quickly from difficulties or challenges | “Despite the hardships, her spirit was resilient.” |
| destitute | Lacking the basic necessities of life | “The family was destitute, facing struggles without food or shelter.” |
| lethargic | Affected by lethargy; sluggish and apathetic | “After working all day, he felt too lethargic to play outside.” |
| plight | A dangerous, difficult, or otherwise unfortunate situation | “The plight of the trees mirrored the struggles of her family.” |
| disparity | A great difference | “The disparity between the haves and have-nots troubled her.” |
| conservancy | The protection of animals and natural resources | “The conservancy was a place where they could find peace.” |
| malevolence | The state or condition of being malevolent; ill will | “His eyes were filled with malevolence, and it sent shivers down her spine.” |
Sharing: Each group will then present their vocabulary chart to the class, explaining the selected words, definitions, and texts from the book that illustrate those meanings.
Wrap-Up Discussion: After presentations, hold a class discussion to reflect on the vocabulary collected and how it contributes to the themes and messages in "Song of the Trees."
This collaborative vocabulary activity will not only enhance students’ understanding of key vocabulary from "Song of the Trees," but also encourage teamwork, discussion, and a deeper appreciation of the text as they see how language shapes meaning in literature.